Malaysian Online Journal of Educational Technology Volume 3, Issue 4

Effectiveness of Powerpoint Presentation [1] Federal University, Nigeria

gambari@futminna.edu.ng

On Students’ Cognitive Achievement in [2] University of Ilorin,

Technical Drawing Nigeria
hamdallatyusuf@yahoo.com

[3] Intelligence Quotient Academy,

Amosa Isiaka Gambari, [1], Hamdalat Taiwo Yusuf [2] , Sherifat Adepeju Nigeria
pejuadepeju@gmail.com
Balogun [3]

ABSTRACT

This paper discusses importance of technology education and evidence of declining

performance of junior secondary school students in basic technology subject. Benefits of
PowerPoint presentation in classroom instruction as a means to improve classroom
teaching in the developing countries are also discussed. The effectiveness of PowerPoint
Presentation (PPT) for teaching Technical Drawing concepts in Basic Technology was
determined using a pretest-posttest, non-equivalent, non-randomized experimental group
design. A 2x2x3 factorial design was employed. One hundred JSS 1 students (53 male and
47 female) categorized into 29 high, 54 medium and 17 low achievers from two secondary
schools in Abuja Metropolis formed the sample. The schools were randomly assigned to
experimental and control groups. The experimental group was taught some selected
concepts from Technical Drawing using PowerPoint Presentation (PPT) while Chalkboard
method (CB) was used for the control group. A validated Technical Drawing Achievement
Test (TDAT) comprising a 25-item multiple-choice test was employed for data collection.
The reliability coefficient of TDAT was .88 using Kuder-Richardson (KR-20). The hypotheses
were tested using ANCOVA and Sidak post-hoc analysis. Results revealed that the students
taught with PPT performed better than their counterparts taught with CB. Also, high
achievers performed better than medium and low achievers respectfully. The PPT was
found also to be gender friendly. Based on the findings, it was recommended that the use
of PPT should be encouraged in Nigerian schools.

PowerPoint Presentation, Technical Drawing, Cognitive

Keywords:
Achievement, Gender, Achievement Levels

INTRODUCTION

The instructional delivery mode employed by the teacher plays an important role in skills acquisition
and meaningful learning. Huge and giant strides have been made in countries such as Hong Kong, Japan,
Thailand, Singapore and others achieved in technology, economic empowerment and self reliance can be
attributed to among others, effective teaching and learning. The importance of education and mode of
instruction cannot be over stressed in this era of Science, Technology and Mathematics, driven by ICT.
Science, Technology and Engineering have much to offer in economic development and provision of
modern conveniences to mankind. This is why governments, institutions and managements emphasize the
need for a practically oriented technical education curriculum and the need also to provide effective media
for teaching technical subjects in Nigerian schools and colleges (Abd-El-Aziz, 2014). Most of Nigerian
classrooms from pre-primary to tertiary institutions are dominated by chalkboards and marker-boards. The
limitations of these types of instructional delivery mode include: ineffectiveness for very large group
instruction; inability to allow information storage for future use; inability to accommodate illustrations to
support the teaching; health hazard for teachers from chalk particles; it makes learning uninteresting, among

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other (Aliyu, 2003). To improve student achievement in technology related subjects in Nigeria, it is necessary
to have a paradigm shift and join the developed world in embracing constructivist approach to teaching and
learning. Such approach should be used in the country’s educational system beginning from the basic school
level up to the university. The use of PowerPoint slides for teaching is one of the right directions to achieve
such shift (Uz, Orhan, & Bilgiç, 2010).
PowerPoint is part of the Information and Communications Technology (ICT) program developed by
Microsoft in 1987. It is an application program of presentation bundled in Microsoft office (El-Ikhan, 2010).
It consists of slides allowing the user to present messages (Asogwa, 2011). Information prepared on a
computer could be better projected for larger audience using a Liquid Crystal Display (LCD) or DLP projector.
PowerPoint presentation could be used in the classroom for supporting student learning by combining
computer and projector to display slides for illustrating a lesson.
Potentials of Microsoft PowerPoint include: its ability to do spell check, allowing the user to add,
correct, make changes to the lessons, and finally use printout materials for students’ personal use
(Teachnology.com, 2007). PowerPoint gives the user the opportunity to incorporate visual and auditory
aspects to a presentation. It permit variety of manipulations by editing or text modification, removal of
existing slides and addition of new slides to make lesson more organized and flexible. PowerPoint
presentations can be regarded as a good instructional medium and a key for facilitating an effective teaching-
learning process. It would therefore not be out of place to explore such instructional medium in the field of
Technical Drawing of Basic Technology at Junior Secondary Level.
Proponents of PowerPoint argued that it increases visual quality in the learning process. They also
contend that it takes less time to present a subject matter; therefore, more materials can be covered in the
classroom. Opponents of PowerPoint believe that it diminishes creativity and innovation besides elevating
format over content, betraying an attitude of commercialism that turns everything into a sales pitch (Tufte,
2003). Supporters of Power Point believe that it helps to keep students’ interest and attention on the lecture
(Szabo & Hastings, 2000), improves student learning (Lowry, 1999), and aids explanations of complex
illustrations (Apperson, Laws, & Scepansky, 2006). On the other hand, Creed (1997) describes PowerPoint as
a teacher-centered instructional tool that nourishes teacher-controlled lectures. Similarly, Tufte (2006)
points out that PowerPoint reduces the analytical quality of a presentation, limits the amount of detail that
can be presented, and often weakens verbal and spatial thinking.
Cognitive achievement connotes attainment in a school subject as symbolized by a score or mark on
an achievement test (Okoro, 2002) while Antherson (2003) contended that cognitive achievement depends
on several factors among which are the instructional methods, learning environment and the learner. The
brain does not pay attention to boring things. What makes PowerPoint presentations so effective is that they
add complementary, multisensory events designed to spark an emotional response among audience
members. This helps maintain audience attention and improves cognitive achievement. The most effective
presentations are the ones that are informative, educational, and entertaining (Gallo, 2009).
In recent years, studies have indicated conflicting findings about PowerPoint effectiveness in
improving student learning (Craig & Amernic, 2006; Levasseur & Sawyer, 2006). For instance, Gier and Kreiner
(2009) who studied the effectiveness of PowerPoint in a psychology class concluded that when students were
actively engaged in the class using PowerPoint presentation, information retention increased. Another
similar study conducted by Nouri and Shahid (2005) reported that students in a PowerPoint section of an
Accounting Principles II class perceived higher understandability of the presented materials than their
counterpart in another class. However, Daniels (1999) studied the effectiveness of PowerPoint in a college
level economics class and found no significant difference in student performance. Another study on
engineering students by Savoy et al. (2009) showed that there was no evidence that PowerPoint can enhance
students’ performance more than the traditional lectures. Similarly, Apperson et al. (2006); Bartsch and
Cobern (2003); Beets and Lobingier (2001) Susskind (2005); and Szabo and Hastings (2000) found little effects
of PowerPoint on students’ academic achievement.
In Nigeria, and perhaps the whole of Africa, gender bias is still very prevalent (Arigbabu & Mji, 2004).
Many researchers identified gender as one of the factors influencing students’ performance in science and
technology at the Secondary School level. On the contrary, some researchers reported no significant

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difference in the cognitive, affective and psychomotor skill achievements of students by gender (Arigbabu &
Mji, 2004; David & Stanley, 2000; Din, Ming, & Esther, 2004; Freedman, 2002; Sungur & Tekkaya 2003).
Ogunkola and Bilesanmi-Awoderu (2000) carried out research on the effectiveness of two teaching methods
on students’ achievement in Biology and found that their achievement was not sensitive to gender. The
findings of Yusuf and Afolabi (2010) and Oludipe (2012) showed that gender had no influence on the students’
performance when they were taught biology and basic science respectively.
The issue of students’ achievement level as a cause of differential learning outcome has attracted the
attention of educational researchers. In Nigerian classrooms, students with different ability levels are mixed
together in the same classroom and given the same treatment without considering their individual
differences (Yusuf, 2004). Researchers have found that high ability students do perform better than the
medium and lower ability students in such situations (Gambari, 2010). Studies on influence of achievement
levels on student performance are inconclusive. For instance, Adegoke (2010) reported that only the high
ability students benefit from the conventional method of teaching. Fajola (2000), Aluko (2004), Ige (2004),
and Gambari and Olumorin (2013) found that high and medium achievers were favored than low achievers
in cooperative learning. However, Yusuf (2004) revealed that achievement levels had no influence on learner
academic performance. Part of this study examined the influence of achievement levels on students’
performance in Technical Drawing.
The use of Microsoft PowerPoint presentation as an instructional medium for teaching Technical
Drawing aspects of Basic Technology is novel in Nigerian public schools. Meanwhile, further exploration
needs to be conducted to extend and optimize the benefits of Microsoft PowerPoint presentation to other
technical and vocational subjects involving skills acquisition in order to make a paradigm shift to the new era
of Information and Communications Technology. Much has not been done on the influence of PowerPoint
presentation on students’ achievement in Nigeria. Therefore, the purpose of the study was to examine the
effectiveness of PowerPoint presentations on students’ achievement in a Technical Drawing class at junior
secondary school level in Nigeria.
Research Hypotheses
The following hypotheses were formulated to guide the study:
(i) There is no significant difference in the mean achievement scores of students taught
Technical Drawing using PowerPoint Presentation and those taught with chalkboard.
(ii) There is no significant difference in the mean achievement scores of male and female
students taught Technical Drawing using PowerPoint Presentation.
(iii) There is no significant difference in the mean achievement scores of high, medium and low
achievers students using PowerPoint Presentation.

METHODOLOGY

A quasi-experimental design using non-randomized, non-equivalent, pretest, posttest experimental

group design was adopted for this study. Two levels of independent variables (experimental and control
groups), two levels of gender (male and female) and three levels of academic achievement (high, medium
and low) were investigated on students’ performance in Technical Drawing. The research design layout is as
shown in Table 1.

Table 1 Research Design of the Study

Groups Pretest Treatment Posttest

Experimental O1 PowerPoint O2
Control O3 Chalkboard O4
Purposive sampling technique was used to select two schools in Abuja Municipal Area Council (AMAC)
for the study. The schools were sampled based on facilities and manpower, school type (public schools),

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gender composition (co-educational schools). The two schools were randomly assigned to experimental
group (PowerPoint group) and control group (Chalkboard group) respectively. Intact classes of the students
classified into gender (male and female) and achievement levels (high, medium and low). The distribution of
sample for the study is shown in Table 2.

Table 2 Distribution of Sample for the Study

Groups Gender Achievement Levels

Male Female High Medium Low
PPT 22 23 14 21 10
CB 31 24 15 33 7
From Table 1, the groups comprised a total of 100 students; 45 students were taught Technical
Drawing using PowerPoint presentation (PPT) (Experimental Group), and 55 students were exposed to
Chalkboard method as a normal medium of instruction (Control group).
Research Instruments
The PowerPoint (PPT) with the Technical Drawing contents was presented using laptop and a Liquid
Crystal Display (LCD) projector. The teacher presents information and displays animation of the contents in
2-dimimensional view to the learners using PPT on each of the eight units in Technical Drawing. Technical
Drawing Achievement Test (TDAT) was a researcher-developed instrument used in collecting data for the
study. It consists of section 1 and 2. Section 1 elicited students’ biodata such as name of school, class, gender,
and level of students’ achievement. Section 2 of the TDAT consists of 25-multiple-choice test items with five
options (A-E). The TDAT was validated by experts in the Industrial and Technology Education Department,
Basic Technology subject teachers, and Test and measurement specialists from the National Examinations
Council (NECO, Minna). Its reliability coefficient was obtained as .84 using Kuder Richardson (KR-21).
The study lasted four weeks. The researcher administered the TDAT on sample students as pretest to
ascertain the equivalence of the students before the treatment. Treatment followed immediately; thereafter
TDAT was administered as posttest to measure the achievement of the sample students in each group. The
scores obtained were analyzed based on the stated hypotheses, using ANCOVA. Where differences were
established, Scheffe’s post-hoc was used to locate the direction of the difference. Graphical representations
were also used to show some illustrations. The significance of the statistical analyses was ascertained at .05
alpha level.

RESULTS

The results are presented in line with the formulated hypotheses:

Ho 1 : There is no significant difference in the mean achievement scores of students taught Technical
Drawing using PowerPoint Presentation and those taught with chalkboard.
To determine whether there was significant difference in the post-test mean scores of students
exposed to PowerPoint and those taught with Chalkboard, data were analyzed using the analysis of
covariance (ANCOVA). Table 3 shows the result of the analysis.

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Table 3 ANCOVA posttest on experimental (PPT) and control (Chalkboard) groups

Type III Sum of Significance

Source of Variation df Mean Square F
Squares of F
Covariate
7449.383 1 7449.383 115.397 0.000
(Pre-test)
Main Effect
517.769 1 517.769 8.021 0.000
(Treatment)
Model 7982.334 2 3991.167 61.826 0.000
Residual 6261.776 97 64.554

Total 445499.000 100

Table 3 shows that F(1, 91) = 11.039, p = 0.001 for the main effect (treatment) was significant,
indicating that the method of instruction produced a significant effect on the achievement scores of students
when covariate effect (pre-test) was controlled. The result indicates that there was significant difference
between students exposed to PPT and those exposed to Chalkboard.
The performance of students in the two groups was further compared and the results are shown in
Table 3 and graphically illustrated in Figure 1.

Table 3 Mean Gain Scores of Students Taught Technical Drawing Using PPT and Chalkboard

Group Pretest Posttest Mean Gain Score

PPT 18.00 68.22 50.22
Chalkboard 9.98 63.58 53.60
Table 3 shows Chalkboard group (CB) had higher mean gain score of 53.60; followed by PowerPoint
Presentation (PPT) with mean gain scores of 50.22. This shows both the groups benefited from the treatment,
with PPT having the highest posttest performance mean than those taught with CB. However, those in CB
group have higher mean gain than those in PPT.

Fig. 1. Graphical illustration of students exposed to PPT and Chalkboard.

Hypothesis Two: There is no significant difference in the mean achievement scores of male and female
students taught Technical Drawing using PowerPoint Presentation.

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To determine whether there was significant difference in the post-test mean scores of male and female
students using PowerPoint (PPT), data were analyzed using the analysis of covariance (ANCOVA). The results
of the analysis are shown in Table 4.

Table 4 ANCOVA Posttest on Male and Female Students in PPT Group

Mean
Source of Variation Sum of Square df F Significance (P)
Square
Covariate
3279.717 1 3279.717 34.997 0.000
(Pretest)
Main Effect
159.013 1 0159.013 1.697 0.200
(Gender)
Model 3288.2979a 2 1644.148 17.544 0.000
Residual 3936.014 42 93.715

Total 178226.000 45

Table 4 shows the result of the hypothesis three. The hypothesis was tested using the pretest mean
scores of both male and female students taught using PPT as covariate for the analysis of Covariance. The F
value of 1.697 was not significant at the .05 alpha level [F (1, 42) = 1.697, p > .05)]. The result shows that
there was no significant difference in the performance of male and female students taught using PPT. On this
basis, the hypothesis two is not rejected. This shows that there is no statistical difference in the achievements
of male and female students taught with PPT.
The mean gain scores between the pretest and posttest among male and female in the PPT
group were tabulated and graphically illustrated as shown in Table 5 and Figure 2.

Table 5 Mean gain scores of male and female students taught Technical Drawing using PPT

Group Pretest Posttest Mean Gain Score

Male 19.05 62.09 43.04
Female 17.00 61.22 44.22

Table 5 shows that female students had higher mean gain score of 44.22 while the male students had
mean gain score of 43.04. This shows that all the groups benefited from the treatment, with female students
having better performance and mean gain than the male students. The comparison in the mean scores
between their pretest and posttest is shown in Figure 2.

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Figure 2. Performances of male and female students’ taught using PPT

Hypothesis Three: There is no significant difference in the mean achievement scores of high, medium
and low achiever students using PowerPoint Presentation.
To determine whether there was significant difference in the post-test mean scores of high, medium
and low achievement students, data were analyzed using the analysis of covariance (ANCOVA). Table 5 shows
analysis of the result.

Table 5 ANCOVA Posttest of High, Medium and Low Achievers in PPT Group

Mean
Source of Variation Sum of Square df F Significance (p)
Square
Covariate
742.101 1 742.101 10.857 0.002
(Pretest)
Main Effect
1292.632 2 646.316 9.456 0.000
(Ability)
Model 4421961a 3 1473.972 21.565 0.000
Residual 2802.395 41 68.351

Total 178226.00 45

Table 5 presents the result of the analysis of covariance using the pretest scores of students in the
three achievement levels as covariates. The result shows that F-value of 9.456 for the main effect was
significant at .05 alpha level [F (2, 41) = 9.456, p < .05]. This means that there is statistically significant
difference in the posttest mean scores of the high, medium and low achievement levels students. On this
basis, hypothesis three was rejected. Therefore, there is a significant difference in the performance of high,
medium and low achievement levels students taught using PPT. Sidak post-hoc analysis was used to
determine the direction of difference among the three Achievement levels. The result of the analysis is shown
in Table 6.

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Table 6 Sidak Post-hoc Analysis of Significant Difference in Mean Score Achievement Levels of Students
Taught Using PPT

Variable (i) Variable (j) Mean Difference Significance Level

High Medium 7.740* 0.039

Low 17.758* 0.000

Medium High 7.740* 0.039
Low 10.019* 0.017
Low High 17.758* 0.000

Medium 10.019* 0.017

Table 6 shows there are significant differences in posttest mean scores between the high and medium
Achievement levels students in favor of high Achievement level students (mean diff = 7.740, p = .039) and
between the high and low Achievement levels students favoring the high Achievement level students (mean
diff = 17.758, p = .000). It also shows that there is a significant difference between the posttest mean scores
of medium and low Achievement levels students taught using PPT in favour of medium achievers (mean diff
=10.019, p = .017). Table 7 shows the main gain scores for the three Achievement levels.

Table 7 Mean gain scores of students taught with PPT on the basis of achievement levels

Group Pretest Posttest Mean Gain Score

High 20.36 72.21 51.85

Medium 18.05 61.52 43.47
Low 14.60 47.10 32.50

Table 7 shows that high achievers had mean gain of 51.85, followed by the medium achiever with
mean gain score of 43.47 and then the low achievers with mean gain score of 32.50. This shows that all the
three levels of students benefited from the treatment but high achievement level students benefited more.
The mean gain scores of the three achievement levels are graphically illustrated in Figure 3.

Figure 3. Achievement levels of students’ taught Using PPT

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DISCUSSION

The results of testing hypothesis one reveals that there is a significant difference in the learning
achievements in favor of the group taught technical drawing concept using PowerPoint presentation. This
result agrees with the findings of Gier and Kreiner (2009) who reported that PowerPoint increased students’
retention in a psychology class. It also supported the findings of Nouri and Shahid (2005) that students in
PowerPoint Accounting Principles II class perceived higher understandability of the presented materials than
their counterparts in a non-PowerPoint class. However, the results of this study disagree with Savoy et al.
(2009), Apperson et al. (2006), Bartsch and Cobern (2003), Beets and Lobingier (2001) Susskind (2005), and
Szabo and Hastings (2000) who did not find any beneficial effects of PowerPoint on students’ academic
achievement.
The results of hypothesis two shows that there is no gender effect on the achievement of male and
female students taught isometric and orthographic projection concepts with IWB. This finding is in agreement
with the results of Ogunkola and Bilesanmi-Awoderu (2000) who carried out research on the effectiveness
of two teaching methods on students’ achievement in Biology and found that their achievement was not
sensitive to gender. The findings also agree with Gambari (2010), Oludipe (2012) and Yusuf and Afolabi (2010)
which showed that gender had no influence on students’ performance in physics, biology and basic science
respectively.
The results of hypothesis three test revealed that there is a significant difference in the mean
achievements in favor of the high achievers taught technical drawing concepts with PPT. This result agrees
with the findings of Adegoke (2010) and Gambari and Olumorin (2013) in physics, Aluko (2004) in chemistry,
Fajola (2000) in biology, Gambari (2010) and Yusuf (2004) in social studies which revealed that high ability
students do perform better than the medium and lower ability students. However, Yusuf (2004) revealed
that achievement levels had no influence on learner academic performance.

CONCLUSION

The paper identified the needs to shift from traditional talk-and-chalk method of teaching to
PowerPoint presentation based on its benefits to teachers and students. It was observed that students
exposed to PowerPoint presentation (PPT) performed better than their counterparts taught with chalkboard
method of teaching. The innovative technology using PPT seems to be the answer. It was found to be effective
in teaching Technical Drawing and benefits high, medium and low achievers students, and is also gender
friendly.

RECOMMENDATIONS

In this space age, Nigerian schools and educators are expected to be in the vanguard to propel the use
of various ICT tools in promoting effective teaching and learning. Therefore, it is recommended that the use
of IWB (PPT) should be encouraged in Nigerian schools especially for teaching technological based and other
practical oriented courses. This could be achieved if government and other education stakeholders could
provide IWB (PPT) to schools with adequate infrastructure and training of teachers on its usage.

Recommendations
1. Teachers should be encouraged to use IWB with PowerPoint presentation in teaching basic
technology at junior secondary school.
2. Since the findings of this study show that low and medium achievers benefited and
performed better when taught with PowerPoint presentation, therefore, Nigerian public schools should be
equipped with necessary ICT facilities to leverage the potentials of PowerPoint presentation and improve
student performance.

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3. Further empirical studies should be carried out on the use of PowerPoint presentation for
instructional purposes, on different subjects and at different levels to provide sound basis for the integration
of PowerPoint in Nigerian schools.

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